What is happening in this picture? The picture is Spartacists and Freikorps engaging in fire with each other. As students are unlikely to have heard of either of these groups – allow them to discuss what they can see and extend their thinking into what MIGHT be happening. They could make an attempt to guess who the people are.

Please have your 9 mark essays from last lesson to hand! Allow students a moment or so to get their 9 mark essays from last lesson to hand. Any that are incomplete should be marked based on what they have done. Stress to students that this will impact on their standard assessment mark and deal with lack of homework appropriately.

Steps to success: SWAP BOOKS/ESSAYS WITH THE PERSON NEXT TO YOU. READ THROUGH THE ANSWER AND AWARD IT A LEVEL FIRST, THEN A MARK (E.G. IF IT IS A VERY GOOD LEVEL 2 PUT THE ANSWER TO THE TOP OF THE MARKS IN THAT LEVEL. RECORD YOUR MARK ON THE WORK LIKE THIS – L2 6 Follow the steps to success to guide through the peer and self assessment task. All resources for this can be found in the folder alongside this PowerPoint.

Steps to success: You will need 2 different coloured highlighters for this part of the lesson. Now, using your two coloured highlighters: Use 1 colour to underline the parts of the essay which secure the marks. E.g. What makes it level 2? Where is the good description/narrative? Use your second colour to highlight the use of SPAG. Where are the keywords? Where are the errors? (if any)

Steps to success: Now give them meaningful feedback! USE THE MEDAL AND MISSION SHEET TO: AWARD THEM 2 MEDALS (THINGS THEY HAVE DONE WELL SO THAT THEY CAN BUILD ON THESE NEXT TIME) SET 1 MISSION. WHAT IS THEIR TARGET FOR THE NEXT PRACTICE EXAM QUESTION?

Steps to success: You will need your own book/ essay back for this part of the lesson! LOOK CAREFULLY AT THE MARK YOU HAVE BEEN GIVEN. DO YOU AGREE WITH IT? WHY? COMPLETE THE NEXT PART ON YOUR MEDAL AND MISSION SHEET.

Now consider how your feedback can help you in todays lesson: Today I am…. (what are you going to do) So that I can… (what do you want to achieve?) I’ll know I’ve got it when… (what evidence do I need to prove I’ve done it?) Based on feedback students now set their own individual targets for learning using the format laid out here.

The Big Picture: The rise of the Nazis Key Vocabulary Republic Constitution Armistice Treaty Uprising Depression Propaganda How did the Weimar Republic recover in the years 1924-1929? THE RISE OF THE NAZIS What problems did the Weimar Government face in the years 1918-1923? . Why did support for the Nazis grow in the period 1925-1932?

Todays Lesson Opposition to the Weimar Republic Key Vocabulary Spartacists Uprising Freikorps Communist Opposition to the Weimar Republic Identify and understand the nature of the different threats to Weimar in the period 1919-23 Recall the mood of the German people in January 1919 . Know why the Weimar Government survived early threats to its power

Treat Who? Why? What? Success? The Spartacist Uprising January 1919 Use pages 10-11 in the blue Life in Germany 1919-45 text (Waugh and Leonard) and pages 12-13 of the white Germany 1919-45 text (Banham and Culpin) to complete your table. Treat Who? Why? What? Success? The Spartacist Uprising   January 1919 The Red Rising in the Ruhr 1920 The Kapp Putsch Students need both textbooks to complete their grids (worksheet saved in lesson folder). The Banham and Culpin text includes the Munich Putsch at this stage – but this will be dealt with in a separate lesson (lesson 5). Students need only the 3 threats to authority that are on this sheet at this stage.

Extended thinking: WHY? Which of the three threats to Weimar that you have studied today was the most serious? Extended thinking: WHY? This could be a written or a discussion task depending on time etc.

Plenary: This can be done through any method you see fit so long as TILT time is built in to the last part of the lesson. Today I learnt that….?